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Author: Ageliki Nicolopoulou
Publisher: Frontiers Media SA
Published: 2021-03-29
Total Pages: 305
ISBN-13: 2889666425
DOWNLOAD EBOOK →Author: National Research Council
Publisher: National Academies Press
Published: 2015-07-23
Total Pages: 587
ISBN-13: 0309324882
DOWNLOAD EBOOK →Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Eurydice B. Bauer
Publisher: Routledge
Published: 2012-05-22
Total Pages: 210
ISBN-13: 1136962123
DOWNLOAD EBOOK →A large and growing number of students from culturally and linguistically diverse backgrounds in the US and around the world have the potential to develop bilingualism and biliteracy if supported in their immediate environment. At the forefront in focusing exclusively on biliteracy development in early childhood across a variety of languages, this book provides both findings from empirical research with young bilinguals in home and school contexts and practical applications of these findings. Each chapter is structured in a similar format to offer parallel descriptions of the research, including a brief review of related empirical studies, an overview of the methods for data collection and analysis, a description of the main findings, and specific pedagogical implications to support educators’ efforts to construct meaningful, challenging, and dynamic literacy and language learning communities where one or more languages are used for communicating and learning. Pushing the field forward, this book is a valuable resource for helping literacy educators understand and respond to critical issues related to the development of young children’s literate competencies in two languages in home and school contexts.
Author: John Siraj-Blatchford
Publisher: McGraw-Hill Education (UK)
Published: 2003-10-16
Total Pages: 146
ISBN-13: 0335227899
DOWNLOAD EBOOK →"This book is an excellent resource for gaining understanding about the fundamental principles of ICT in the Foundation Stage curriculum... [The] principles of good practice in this book will not be outdated by new products or trends. The book is a well-balanced blend of theory and application. It has certainly helped to provoke and resolve ideas about the use of ICT in our settings." - Nursery World This book helps readers understand how very young children (from birth to six) develop an early awareness, and subsequently develop their knowledge, skills and understandings of information and communication technologies (ICTs). The rapid growth of ICT has prompted concerns among parents, educators and policy-makers over the suitability of many educational applications, and electronic toys, for young children. However, evidence is presented to show that the use of ICT by young children is compatible with the principles of a developmentally appropriate curriculum (DAC). In fact the authors argue that used imaginatively, many applications of ICT can make a significant and unique contribution to children's social and cognitive development. This is a significant book for students, parents,carers, teachers, and other professionals who want to provide a rich learning environment in education, and in teaching and supervising research in the early years.
Author: Usha Goswami
Publisher: John Wiley & Sons
Published: 2010-09-07
Total Pages: 818
ISBN-13: 1405191163
DOWNLOAD EBOOK →This definitive volume is the result of collaboration by top scholars in the field of children's cognition. New edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language Provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development Spans aspects of cognitive development from infancy to the onset of adolescence Includes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives
Author: Wolff-Michael Roth
Publisher: Springer Science & Business Media
Published: 2012-10-12
Total Pages: 229
ISBN-13: 9400751869
DOWNLOAD EBOOK →Children’s learning and understanding of science during their pre-school years has been a neglected topic in the education literature—something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children’s cognitive engagement with science-related concepts. The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children’s development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children’s participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.
Author: Marilyn Fleer
Publisher: Springer Nature
Published:
Total Pages: 302
ISBN-13: 3031597850
DOWNLOAD EBOOK →Author: Deborah Corrigan
Publisher: Springer Science & Business Media
Published: 2011-03-01
Total Pages: 328
ISBN-13: 9048139279
DOWNLOAD EBOOK →Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as “evidence-based practice” have been tossed around in the attempt to “measure” such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King’s College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.
Author: Salmon, Angela K.
Publisher: IGI Global
Published: 2022-10-07
Total Pages: 533
ISBN-13: 1668450232
DOWNLOAD EBOOK →The teacher’s role is to create opportunities that intrinsically motivate children to externalize their thoughts. Human beings have multiple means of expression: this is powerful when children have the opportunity to have a real voice. The realities of children’s experiences in their local communities are powerful resources for the language curriculum and help to create an understanding of the value the languages and cultures of children and teachers bring from a multicultural perspective. Thus, teachers can help children develop their cultural and linguistic identities to promote multiculturalism, multilingualism, and translingualism so they can thrive in a complex and changing world. The Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development approaches language and literacy development from a socio-cultural and linguistic perspective. This book offers global perspectives on language and literacy from international experts working with both children and educators. It offers readers a diversity of voices and experiences of professionals in the field that can inform their teaching and research. Covering topics such as critical literacy, emotional engagement, and multilingual resources, this major reference work is an indispensable resource for administrators and educators of both K-12 and higher education, pre-service teachers, teacher educators, biblio-therapists, librarians, researchers, and academicians.
Author: Jonathan Rix
Publisher: Routledge
Published: 2015-06-05
Total Pages: 216
ISBN-13: 1317498917
DOWNLOAD EBOOK →Must Inclusion be Special? examines the discord between special and inclusive education and why this discord can only be resolved when wider inequalities within mainstream education are confronted. It calls for a shift in our approach to provision, from seeing it as a conglomeration of individualised needs to identifying it as a conglomeration of collective needs. The author examines the political, medical and cultural tendency of current times to focus upon the individual and contrasts this with the necessity to focus on context. This book distinguishes the theoretical perspectives that are often associated with special or inclusive education and the broad range of interests which depend upon their ongoing development. This examination leads to a problematisation of mainstream education provision, our understanding of why social inequities emerge and how additional support can overcome these inequities. Further chapters explore the underlying challenges which emerge from our use and understanding of the notions of special and inclusive, outlining an alternative approach based upon a community of provision. This approach recognises the interconnectedness of services and the significance of context, and it encapsulates the aspiration of much international legislation for participation and inclusion for all. But it also assumes that we tend towards diffuse practices, services, policies, settings and roles, spread across provision which is variously inclusive and exclusionary. In seeking to create equitable participation for all, support needs to shift its focus from the individual to this diffuse network of contexts. Must Inclusion be Special? emerges from the research base which problematises inclusion and special education, drawing upon examples from many countries. It also refers to the author’s research into pedagogy, language and policy, and his experiences as a teacher and the parent of a child identified with special educational needs.
